Sociology 1176 (C050) or Sociology 1277 (C051) is a prerequisite for all Sociology courses numbered 3000 or above.

General Education

0817. Youth Cultures (3 s.h.) RCI: GB.

Do you listen to hip hop, spend all your time in Second Life, dress up like a cartoon character and go to anime fairs, or go skateboarding every day with your friends? Then you’re part of the phenomenon called youth culture. Often related to gender, race, class and socio-economic circumstances, youth cultures enable young people to try on identities as they work their way to a clearer sense of self. Empowered by new technology tools and with the luxury of infinite virtual space, young people today can explore identities in ways not available to previous generations. Students in this class will investigate several youth cultures, looking closely at what it means to belong. They will also come to appreciate how the media and marketing construct youth identities and define youth cultures around the world.

Note: This course fulfills the Human Behavior (GB) requirement for students under GenEd and Individual & Society (IN) for students under Core.

Students cannot receive credit for this course if they have successfully completed ANTHRO 0817 or EDUC 0817/0917.

0818. Human Sexuality (3 s.h.) RCI: GB.

Our sexuality is a core part of being human. We often think about sexuality in terms of the physical and reproductive aspects of sex. But our sexuality is complex and dynamic. We will address this dynamic complexity as we explore the physical, psychological, relational, and cultural aspects of sexuality. The goal of this course is to broaden your perspective of human sexuality, and deepen your understanding and awareness of your own sexuality and the many influences on this essential part of yourself.

Note: This course fulfills the Human Behavior (GB) requirement for students under GenEd and Individual & Society (IN) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: PSYCH 0818, SOC 0918.

0825. Quantitative Methods in the Social Sciences (4 s.h.) RCI: GQ.

Prerequisite: Mathematics placement, a grade of C- or higher in Math 0701 (0045), or transfer credit for Math 0701 (0045).

Psychological, political, social, and economic arguments and knowledge frequently depend on the use of numerical data. A psychologist might hypothesize that I.Q. is attributable to environmental or genetic factors; a politician might claim that hand gun control legislation will reduce crime; a sociologist might assert that social mobility is more limited in the United States than in other countries, and an economist might declare that globalization lowers the incomes of U.S. workers. How can we evaluate these arguments? Using examples from psychology, sociology, political science, and economics, students will examine how social science methods and statistics help us understand the social world. The goal is to become critical consumers of quantitative material that appears in scholarship, the media, and everyday life.

Note: This course fulfills the Quantitative Literacy (GQ) requirement for students under GenEd and a Quantitative Reasoning (QA or QB) requirement for students under Core.

Students cannot receive credit for this course if they have successfully completed SOC 0925, POL SCI 0825, PSYCH 0825, or ANTHRO 0825.

0829. The History & Significance of Race in America (3 s.h.) RCI: GD.

Why were relations between Native Americans and whites violent almost from the beginning of European settlement? How could slavery thrive in a society founded on the principle that “all men are created equal”? How comparable were the experiences of Irish, Jewish, and Italian immigrants, and why did people in the early 20th century think of them as separate “races”? What were the causes and consequences of Japanese Americans’ internment in military camps during World War II? Are today’s Mexican immigrants unique, or do they have something in common with earlier immigrants? Using a variety of written sources and outstanding documentaries, this course examines the racial diversity of America and its enduring consequences.

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: AF-AM S 0829, ANTHRO 0829, GUS 0829, History 0829, POL SCI 0829 or SOC 0929.

0831. Immigration and the American Dream (3 s.h.) RCI: GD.

As a Temple student, you go to school and live in a city full of immigrants. Perhaps your own relatives were immigrants to the United States. But have you ever listened to their stories? With an historical and sociological framework as a basis, we will take an in-depth and more personal look at the immigrant experience as expressed through the immigrants’ own voices in literature and film. Topics explored include: assimilation, cultural identity and Americanization, exploitation and the American Dream, ethnic communities, gender, discrimination and stereotyping.

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: ANTHRO 0831, CR LANG 0831, History 0831, Italian 0831/0931, or Russian 0831.

0832. Politics of Identity in America (3 s.h.) RCI: GD.

Gay or straight. Black or white. Male or female. What do these different group identities mean to Americans? How do they influence our politics? Should we celebrate or downplay our diversity? This course explores how we think about others and ourselves as members of different groups and what consequences it has for how we treat one another. Our fundamental social identities can be a source of power or of powerlessness, a justification for inequality or for bold social reform. Students learn about the importance of race, class, gender and sexual orientation across a variety of important contexts, such as the family, workplace, schools, and popular culture and the implications these identities have on our daily lives.

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed POL SCI 0832, History 0832 or Women’s Studies 0832/0932.

0833. Race & Poverty in the Americas (3 s.h.) RCI: GD.

The transatlantic slave trade was one of the most brutal and momentous experiences in human history. Attitudes toward Latino, Caribbean, African, and Asian immigrants in the United States today can only be fully understood in the contexts of slavery and the “structural racism,” “symbolic violence” (not to mention outright physical violence), and social inequalities that slavery has spawned throughout the region. Although focusing primarily on the United States, we will also study the present entanglements of poverty and race in Brazil, Haiti, and other selected nations of “The New World,” placing the U.S. (and Philadelphia in particular) experience in this historical context.

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed REL 0833/0933, ANTHRO 0833, or LAS 0833/0933.

0835. Ethnicity and the Immigrant Experience in the U.S. (3 s.h.) RCI: GD.

How do immigrants learn to become American? How does living an ethnic identity vary for different groups? When does ethnicity become a chosen identity or an unwanted label? How do we learn to value some aspects of ethnicity but not others? What are markers of ethnicity? How do language, food, music, family and community work to provide authenticity to the American immigrant experience? What happens to ethnicity with assimilation to the American way of life? Can ethnicity combat the tidal social expectations to conform to the dominant culture? Using a variety of written materials including novels that explore the ethnic identity of different groups, this course raises questions about how ethnicity and American identity are connected.

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed SOC 0935.

0848. American Revolutions (3 s.h.) RCI: GU.

From the first encounters with Native Americans to the present, a series of pivotal moments have had an enduring influence on American society, culture, and politics. In each class, three modules will focus on three pivotal moments, such as King Philip’s War, Nat Turner’s Rebellion, the Scopes trial, the Civil Rights movement, the women’s movement, the emergence of Elvis Presley, the sexual revolution, the rise of environmentalism, the Reagan Revolution, and 9-11. In each module, students will first place the main subject of the module in context, and then seek to understand how it changed American society. The last week of each module will be devoted to a consideration of how the subject of that module has become part of American collective memory.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: AMER ST 0848, ANTHRO 0848, GUS 0848, or History 0848.

0849. Dissent in America (3 s.h.) RCI: GU.

(Formerly: GE-US 0061.)

Throughout American history individuals and groups of people, have marched to the beat of a different drummer, and raised their voices in strident protest. Study the story and development of dissent in America. How has dissent shaped American society? In addition to studying the historical antecedents of dissent students will have first-hand experience visiting and studying a present-day dissent organization in the Philadelphia area to investigate connections between the history of dissent and the process of making dissenting opinion heard today.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed English 0849/0949 or History 0849/0949.

0851. Gender in America (3 s.h.) RCI: GU.

Being a man or a woman means feeling like a man or a woman. People display gender by learning the routines and expectations associated with being male or female. How do people learn gender? How does living in a gendered society lead to differences in power and opportunities between men and women? How do race, ethnicity and sexuality affect the way gender is experienced for these different groups? How does gender acquire such important meaning in terms of identity and behavior? Using a variety of written materials including novels that explore gender identity construction, this course looks at how gender has become such a prominent feature of life in America.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed Women’s Studies 0851.

0857. Sport & Leisure in American Society (3 s.h.) RCI: GU.

Explore the complexity and diversity of American society through the study of sport and leisure. To what extent does the way we play or spectate sports, the way we plan or experience leisure time, reflect American values? As we trace a brief history of the
United States through the lens of sport and leisure, we will observe how concepts of freedom, democracy and equality are tested through time. Issues of race, ethnicity, gender, age, disability, and socio-economic class will be prominent as we observe American ideals both upheld and contradicted in the context of the way Americans recreate.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed THM 0857.

0858. The American Economy (3 s.h.) RCI: GU.

Should the federal government more forcefully engage health care issues, or are its
current obligations a hidden time bomb facing the federal budget? Should we be
concerned about the outsourcing of U.S. jobs? Is the minimum wage too low, or will
increases in the minimum simply lead to greater unemployment? Students will engage these and other pressing issues, write position papers advocating specific actions that governments or firms should take, and debating these recommendations. While economic theory is not the centerpiece of this course, students will learn enough economic theory to be able to discuss policy in an informed manner. They will also be introduced to important sources of “economic” information, from government web sites to major publications.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed ECON 0858.

0859. The Making of American Society: Melting Pot or Culture Wars? (3 s.h.) RCI: GU.

Terrorism, illegal immigration, gay marriage, religious conflict, political in-fighting, corporate corruption, racial animosities, civil liberties assaults, media conglomeration, Wal-Mart goes to China and the rich get richer. America in the 21st century is a contentious society. How did we get to this place in time? Examine what makes American society distinctive from other advanced industrial democracies as we study the philosophical origins of America, the development of social and economic relationships over time, and the political disputes dominating contemporary American life. The course relies heavily on perspectives from History, Sociology and Political Science to explain the challenges facing contemporary American society.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: AMER ST 0859, History 0859, PHILOS 0859, or POL SCI 0859.

U.S. cities in the 21st century face enormous challenges as globalization shapes flows of people, capital, information, resources, and ideas/culture in an increasingly interconnected, yet geographically dispersed world. The course asks: What is globalization? How are different people’s lives in cities shaped by these flows? How do gender, age, race/ethnicity, class, and citizenship status affect people’s experiences in different urban contexts? How do urban interventions—from public policy to social movements—advance social justice across groups, places, and spaces? Topics include economic and political restructuring, the globalization of ethnic/racial relations, citizenship and public space, the spatial dynamics of uneven development, and urban inequalities.

Note: This course fulfills the U.S. Society (GU) requirement for students under GenEd and American Culture (AC) for students under Core.

Students cannot receive credit for this course if they have successfully completed C+R PLN 0861 or GUS 0861.

0862. Fate, Hope, and Action: Globalization Today (3 s.h.) RCI: GG.

Use historical and case study methods to study the differences between rich and poor nations and the varied strategies available for development in a globalizing world. Examine the challenges facing developing countries in historical and contemporary context and analyze the main social, cultural, and political factors that interact with the dynamic forces of the world economy. These include imperialism/colonialism, state
formation, labor migration, demographic trends, gender issues in development, religious movements and nationalism, the challenges to national sovereignty, waves of democratization, culture and mass media, struggles for human rights, environmental sustainability, the advantages and disadvantages of globalization, and movements of resistance.

Note: This course fulfills the World Society (GG) requirement for students under GenEd and International Studies (IS) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: SOC 0962, History 0862, POL SCI 0862/0962, or GUS 0862.

How does the process of globalization impact people in different culture regions?
Explore this central question through readings, discussions, mapping exercises, field trips to Philadelphia sites and special events that celebrate the international flavor of the city.
Focusing on four regions, we will learn how people cope with environmental problems like desertification, population growth, rapid migration to cities, and ethnic and religious
clashes. We will investigate why some areas are mired in poverty and violence while others experience a growing economy and peaceful politics. For each region we will read case studies illustrating both cultural continuity and change.

Note: This course fulfills the World Society (GG) requirement for students under GenEd and International Studies (IS) for students under Core.

Students cannot receive credit for this course if they have successfully completed GUS 0867 or ANTHRO 0867.

General Education Honors

0918. Honors Human Sexuality (3 s.h.) RCI: GB.

Our sexuality is a core part of being human. We often think about sexuality in terms of the physical and reproductive aspects of sex. But our sexuality is complex and dynamic. We will address this dynamic complexity as we explore the physical, psychological, relational, and cultural aspects of sexuality. The goal of this course is to broaden your perspective of human sexuality, and deepen your understanding and awareness of your own sexuality and the many influences on this essential part of yourself. (This is an Honors course.)

Note: This course fulfills the Human Behavior (GB) requirement for students under GenEd and Individual & Society (IN) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: PSYCH 0818, SOC 0818.

Psychological, political, social, and economic arguments and knowledge frequently depend on the use of numerical data. A psychologist might hypothesize that I.Q. is attributable to environmental or genetic factors; a politician might claim that hand gun control legislation will reduce crime; a sociologist might assert that social mobility is more limited in the United States than in other countries, and an economist might declare that globalization lowers the incomes of U.S. workers. How can we evaluate these arguments? Using examples from psychology, sociology, political science, and economics, students will examine how social science methods and statistics help us understand the social world. The goal is to become critical consumers of quantitative material that appears in scholarship, the media, and everyday life. (This is an Honors course.)

Note: This course fulfills the Quantitative Literacy (GQ) requirement for students under GenEd and a Quantitative Reasoning (QA or QB) requirement for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: SOC 0825, POL SCI 0825, PSYCH 0825, or ANTHRO 0825.

Why were relations between Native Americans and whites violent almost from the beginning of European settlement? How could slavery thrive in a society founded on the principle that “all men are created equal”? How comparable were the experiences of Irish, Jewish, and Italian immigrants, and why did people in the early 20th century think of them as separate “races”? What were the causes and consequences of Japanese Americans’ internment in military camps during World War II? Are today’s Mexican immigrants unique, or do they have something in common with earlier immigrants? Using a variety of written sources and outstanding documentaries, this course examines the racial diversity of America and its enduring consequences. (This is an Honors course.)

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: AF-AM S 0829, ANTHRO 0829, GUS 0829, History 0829, POL SCI 0829 or SOC 0829.

0935. Honors Ethnicity and the Immigrant Experience in the U.S. (3 s.h.) RCI: GD.

How do immigrants learn to become American? How does living an ethnic identity vary for different groups? When does ethnicity become a chosen identity or an unwanted label? How do we learn to value some aspects of ethnicity but not others? What are markers of ethnicity? How do language, food, music, family and community work to provide authenticity to the American immigrant experience? What happens to ethnicity with assimilation to the American way of life? Can ethnicity combat the tidal social expectations to conform to the dominant culture? Using a variety of written materials including novels that explore the ethnic identity of different groups, this course raises questions about how ethnicity and American identity are connected.

Note: This course fulfills the Race & Diversity (GD) requirement for students under GenEd and Studies in Race (RS) for students under Core.

Students cannot receive credit for this course if they have successfully completed SOC 0835.

Use historical and case study methods to study the differences between rich and poor nations and the varied strategies available for development in a globalizing world. Examine the challenges facing developing countries in historical and contemporary context and analyze the main social, cultural, and political factors that interact with the dynamic forces of the world economy. These include imperialism/colonialism, state formation, labor migration, demographic trends, gender issues in development, religious movements and nationalism, the challenges to national sovereignty, waves of democratization, culture and mass media, struggles for human rights, environmental sustainability, the advantages and disadvantages of globalization, and movements of resistance. (This is an Honors course.)

Note: This course fulfills the World Society (GG) requirement for students under GenEd and International Studies (IS) for students under Core.

Students cannot receive credit for this course if they have successfully completed any of the following: SOC 0862, History 0862, POL SCI 0862/0962, or GUS 0862.

Lower Division Courses

This course will give students an interesting and unique look at the role of money, income, and wealth in structuring social lives. The course considers how income and wealth affect life chances, friendships, health, education and general well-being. The course considers questions such as: How does wealth or poverty
affect who we are and what we can achieve in life? How does income affect the level and quality of education? What is the impact of the transition from a
manufacturing economy to a global financial economy? How has the stress on short-term profits impacted managerial decision-making? How has family life changed in relation to changes in the workplace? In short, the course examines the sociological impact of money, income, and wealth.

Note: This course can be used to satisfy the university Core Individual & Society (IN) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

The objective of this course is to enhance data comprehension and explain statistical information. The emphasis is on applications, with examples taken from a variety of sources including the mass media. The course covers the uses and interpretation of descriptive statistics, the requirements of valid statistical sampling, the bases of statistical inference, and the analysis of cross-tabular data.

Note: (1) This course is not open to students who have taken Mathematics 1013 (C067) or Psychology 1167 (C067). (2) This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1176. Introduction to Sociology (3 s.h.) F S SS. RCI: IN.

(Formerly: SOC C050.)

This course provides an introduction to the systematic analysis of societies. How do societies evolve and change, what we can learn from comparing them, how do they make us into the kinds of people we are, and which facts either sustain or shatter everyday life? What do deviance, bureaucracy, racial discrimination,
inequality, sexual and social conflict have in common? Students learn about themselves by exploring the hidden roots of the world around them.

Note: This course can be used to satisfy the university Core Individual & Society (IN) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1196. Introduction to Sociology (3 s.h.) F S SS. RCI: IN & WI.

(Formerly: SOC X050.)

This course provides an introduction to the systematic analysis of societies. How do societies evolve and change, what we can learn from comparing them, how do they make us into the kinds of people we are, and which facts either sustain or shatter everyday life? What do deviance, bureaucracy, racial discrimination, inequality, sexual and social conflict have in common? Students learn about themselves by exploring the hidden roots of the world around them.

Note: This course can be used to satisfy a university Core Individual & Society (IN) and Writing Intensive (WI) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1277. Comparative Societal Development (3 s.h.) F S. RCI: IS.

(Formerly: SOC C051.)

Such questions as “What is National Development?” and “How do we define the “Good Society”?” are discussed. We will emphasize developing nations in our study of different models of development. Our readings include testimonies of families who struggle to survive in the difficult conditions of the Third World as well as writings which challenge the consumption goals of developed countries. Such topics as agrarian reform, migration and urbanization, class structure, globalization, and revolutions are discussed.

Note: This course can be used to satisfy the university Core International Studies (IS) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1297. Comparative Societal Development (3 s.h.) F S. RCI: IS & WI.

(Formerly: SOC X051.)

Such questions as “What is National Development?” and “How do we define the “Good Society”?” are discussed. We will emphasize developing nations in our study of different models of development. Our readings include testimonies of families who struggle to survive in the difficult conditions of the Third World as well as writings which challenge the consumption goals of developed countries. Such topics as agrarian reform, migration and urbanization, class structure, globalization, and revolutions are discussed.

Note: This course can be used to satisfy a university Core International Studies (IS) and Writing Intensive (WI) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1376. The Sociology of Race and Racism (3 s.h.) F S SS. RCI: RN.

(Formerly: SOC R059.)

The primary focus of this course is on the historical and contemporary significance of race in American society. It includes an analysis of the historical development of racism as an ideology. It examines how this ideology has influenced the structure of social relations in the United States, as well as relationships between and within nations around the world. Additionally, it examines the development and logic of scientific racism and the transformation of these arguments into more subtle cultural symbols. It analyzes the importance of racism in structuring social inequality and how the social meanings of racial categories are changed. This class has a strong emphasis on sociological theories as they relate to the analysis of race and ethnic relations. The goal of the course is to provide students with an understanding of the independent role of race in society and its significance in the ordering of political and economic institutions in the United States.

Note: This course can be used to satisfy the university Core Studies in Race and Individual & Society (RN) requirements. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1396. The Sociology of Race and Racism (3 s.h.) F S SS. RCI: XN.

(Formerly: SOC X059.)

The primary focus of this course is on the historical and contemporary significance of race in American society. It includes an analysis of the historical development of racism as an ideology. It examines how this ideology has influenced the structure of social relations in the United States, as well as relationships between and within nations around the world. Additionally, it examines the development and logic of scientific racism and the transformation of these arguments into more subtle cultural symbols. It analyzes the importance of racism in structuring social inequality and how the social meanings of racial categories are changed. This class has a strong emphasis on sociological theories as they relate to the analysis of race and ethnic relations. The goal of the course is to provide students with an understanding of the independent role of race in society and its significance in the ordering of political and economic institutions in the United States.

Note: This course can be used to satisfy a university Core Studies in Race, Writing Intensive, and Individual & Society (XN) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1476. American Ethnicity (3 s.h.) F S SS. RCI: RU.

(Formerly: SOC R064.)

The history, cultures, and communities of racial and ethnic minorities in America are examined. Particular attention is paid to identifying the unique position and contribution of various groups to American culture in different historical periods. The course is based upon sociological and historical research, as well as novels and short stories documenting the lives of different groups.

Note: This course can be used to satisfy the university Core Studies in Race and American Culture (RU) requirements. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1496. American Ethnicity (3 s.h.) F S SS. RCI: XC.

(Formerly: SOC X064.)

The history, cultures, and communities of racial and ethnic minorities in America are examined. Particular attention is paid to identifying the unique position and contribution of various groups to American culture in different historical periods. The course is based upon sociological and historical research, as well as novels and short stories documenting the lives of different groups.

Note: This course can be used to satisfy a university Core Studies in Race, Writing Intensive, and American Culture (XC) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1676. Men and Women in American Society (3 s.h.) F S SS. RCI: AC.

(Formerly: SOC C081.)

Cross Listed with Women’s Studies 1676 (C081).

The course examines gender roles in the United States. It includes how children learn to be boys and girls within their families, through play, from the media, and in schools. It includes the way men and women learn to interact together in personal relationships and work. It examines the benefits of being a man in our society and attempts to understand how and why this advantage works. The focus is on how society shapes the lives of children and adults in gendered ways, how we all participate in creating gendered differences, and how we can bring about change.

Note: This course can be used to satisfy the university Core American Culture (AC) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

The course examines gender roles in the United States. It includes how children learn to be boys and girls within their families, through play, from the media, and in schools. It includes the way men and women learn to interact together in personal relationships and work. It examines the benefits of being a man in our society and attempts to understand how and why this advantage works. The focus is on how society shapes the lives of children and adults in gendered ways, how we all participate in creating gendered differences, and how we can bring about change.

Note: This course can be used to satisfy a university Core American Culture (AC) and Writing Intensive (WI) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1876. Introduction to Sociology (1 s.h.)

(Formerly: SOC 0050.)

This course provides an introduction to the systematic analysis of societies. How do societies evolve and change, what we can learn from comparing them, how do they make us into the kinds of people we are, and which facts either sustain or shatter everyday life? What do deviance, bureaucracy, racial discrimination, inequality, sexual and social conflict have in common? Students learn about themselves by exploring the hidden roots of the world around them.

The objective of the course is on understanding data and explaining statistical information. The emphasis is on applications, with examples taken from a variety of sources including the mass media. The course covers the uses and interpretation of descriptive statistics, the requirements of valid statistical sampling, the bases of statistical inference, and the analysis of cross-tabular data.

Note: (1) This course is not open to students who have taken Mathematics 1013 (C067) or Psychology 1167 (C067). (2) This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1977. Honors Comparative Societal Development (3 s.h.) F S. RCI: IS.

(Formerly: SOC H091.)

Such questions as “What is National Development?” and “How do we define the “Good Society”?” are discussed. We will emphasize developing nations in our study of different models of development. Our readings include testimonies of families who struggle to survive in the difficult conditions of the Third World as well as writings which challenge the consumption goals of developed countries. Such topics as agrarian reform, migration and urbanization, class structure, globalization, and revolutions are discussed.

Note: This course can be used to satisfy the university Core International Studies (IS) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

1996. Honors Introduction to Sociology (3 s.h.) F S SS. RCI: IN & WI.

(Formerly: SOC X090.)

This course provides an introduction to the systematic analysis of societies. How do societies evolve and change, what we can learn from comparing them, how do they make us into the kinds of people we are, and which facts either sustain or shatter everyday life? What do deviance, bureaucracy, racial discrimination, inequality, sexual and social conflict have in common? Students learn about themselves by exploring the hidden roots of the world around them.

Note: This course can be used to satisfy a university Core Individual & Society (IN) and Writing Intensive (WI) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

Upper Division Courses

2105. Echoes of Terror (3 s.h.)

Cross Listed with Russian 2105.

Students will read and study literary works (novels, short stories, poetry) and feature and documentary films depicting Stalin’s terror (from the murder of Kirov in 1934 to the death of Stalin in 1953) and its impact on Russian and Soviet society after that period. Students will come to understand the enormity of these historical events by reading, discussing, and analyzing the texts and the films, drawing connections between the Soviet historical and cultural contexts and historical events elsewhere in the world (e.g., Nazi Germany, Apartheid South Africa, Cambodia, Rwanda, Darfur) about the legacy of totalitarian rule.

2111. Sociology of Sports (3 s.h.) F S.

(Formerly: SOC 0111.)

This course analyzes sports as a socializing agent and as a set of cultural, social, economic and political institutions. The course will begin with a distinction between play, sports, and organized sports. We will then look at the role of sports in childhood and adolescence, with a particular emphasis on gender and sports. Next, we examine the role of sports in collegiate life and finally at the professional level. As a course in sociology, this class will examine the connections between sports and race, gender, social class, politics, and the economy.

2128. Men and Masculinity (3 s.h.) F.

(Formerly: SOC 0128.)

This course examines the impact of the male role on men and women. The first
part of the course considers varying theoretical approaches to masculinity,
including biological and moral essentialism and social constructionism. The second
part of the course covers such topics as the role of play and sports in boyhood
socialization, fathering, men and intimacy, homophobia and its connection of the
male role, and current social movements related to masculinity. The course also
considers the impact of class and race on masculinity.

2130. Selected Topics in Sociology (3 s.h.)

(Formerly: SOC 0133.)

The topics will vary and cover areas not covered by the current roster of classes. Students should consult with the instructor for details.

2145. Marriage and the Family (3 s.h.) F S SS.

(Formerly: SOC 0145.)

Duplicate Course: This course is not open to students who have taken Sociology 3245 (0245). This course examines the history and contemporary condition of public and private families with a focus on American trends. We explore the way social issues involving the family have changed over time, class variations and racial/ethnic variations in American families, the division of labor and social power within families, intimate relations and communication patterns within households, and the impact of family dynamics for social functioning outside the home. We also devote a portion of our time to applying the material to an understanding of where our own families fit into this material, and to relating our own family autobiographies to the broader social history of American families.

This course examines patterns of socioeconomic and political development in different parts of Latin America. Topics to be studied include: agrarian reforms, patterns of industrialization and urbanization, financial dependency, military regimes, revolutionary movements, and transitions to democracy.

Note: This course is taught in Spanish for the LASS program.

2168. Sociology of Popular Culture (3 s.h.)

(Formerly: SOC 0168.)

This course explores the intersections of American popular culture and American social structure. We will give particular attention to issues of gender, race, sexuality and class, although other aspects of American social structure will also be discussed. The popular culture we will explore includes music, television, film, literature, and print media. The goal is to take on the sociological perspective, which may be new for many students, as we look at aspects of our day-to-day lives that we often take for granted. We want to understand how popular culture interacts with our lives. The course emphasizes critical thinking skills, research skills, and specific content information such as definitions of concepts and the findings of research.

2171. Sociology of Law (3 s.h.) F.

(Formerly: SOC 0170.)

This class looks at what is both special and ordinary about legal systems. The
law’s features and the scope of its functions in society are examined and compared
with other institutions, and with legal systems in societies and periods other
than our own. It considers legal institutions as a product of actions and interactions
of both specialists and ordinary citizens. Additionally, it examines the role of the
law as a potential vehicle and agent of change. It gives a practical sociological
introduction to the professional study of law.

2179. Racial and Ethnic Stratification (3 s.h.) S. RCI: RS.

(Formerly: SOC R179.)

This course focuses on the elements of racial and ethnic stratification as they appear in the United States and other nations. It outlines the concepts that shape the sub-field of race and ethnic relations, in addition to examining how sociologists have theorized about racial and ethnic hierarchies and their role in the organization and distribution of social resources. Through an analysis of the historical and contemporary circumstances of selected communities in the United States, it seeks to reveal which theory best explains the experience of particular communities and which best explains societal patterns of inequality. Additionally, the course examines racial and ethnic relations in other nations and as a global phenomenon in an effort to reveal the common elements of racial inequality regardless of national identity.

Note: This course can be used to satisfy the university Core Studies in Race (RS) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

2522. The Sociology of Self (3 s.h.)

(Formerly: SOC 0122.)

What is the self? Where does the self come from? And why does the self matter? In this course, we seek to answer these questions from the standpoint of symbolic interactionism. Symbolic interactionism is a sociological perspective that explains human action in terms of the meanings that things have for the actors. Meanings are not regarded as inherent in objects but emergent from interactions among humans and between humans and their environments. The self, which plays a pivotal role in human interaction, is both a product and a force of social life. This course is divided into two parts. In Part one, we learn the basic tenets of symbolic interactionism, which provides us with the conceptual tools needed for the examination of the self. In Part two, we study the concept, origin, development, and impact of the self. Specifically, we first take a close look at the acquisition of self during childhood; we then study the development of identity, self-esteem, and other important elements of the self-concept; finally, we examine the presentation of self in everyday life. The ultimate goal of this course is to promote a deeper self-understanding and a better social relationship with others.

2530. Selected Topics in Medical Sociology (3 s.h.)

(Formerly: SOC 0134.)

The topics will vary and cover medical topics not in the current roster of classes. Please consult with the instructor for details. Health Track students can use this course to fulfill the requirement for four health-related courses.

2552. Health and Disease in American Society (3 s.h.) F S.

(Formerly: SOC 0152.)

In this course, students research health and disease in the United States, placing
special emphasis on the historical changes in the ideas of health and disease and
the nature of the responses to illness in society. We examine social/political
influences on morbidity and mortality and the experiences of subgroups of the
population with illness and with the medical systems they must confront. Finally, we
discuss the problems associated with financing health care, with making and
implementing health policy, and the issues raised by the growing field of bio-ethics.
The course contains instruction in several research methods including the
calculation of rates, standardization, and the construction and reading of tables.
We also focus throughout the course on how the authors of the readings know
what they report: for example, what methods did they use. Finally, students do a
small well-defined research project for their semester paper.

2553. Sociology of Aging (3 s.h.)

(Formerly: SOC 0153.)

As the baby boomers approach retirement in the U.S., the social context of aging is becoming a larger focus of popular and media attention. Many social structures and institutions impact the experience of aging in the U.S. These include the government and its policies toward support in old age, health care institutions, communities, and families. There are also a growing number of institutions devoted to the needs of older Americans, such as political organizations, lifestyle communities, healthcare facilities, and recreation organizations. This course will explore how social structures and organizations influence the experience of aging in the U.S., with comparisons to other nations where relevant. This course will also look at inequalities in the experience of aging by race, class, and gender, particularly.

2572. Sex & Society (3 s.h.) F S SS.

(Formerly: SOC 0182.)

In this course we will hold human sexuality up to sociological scrutiny. Sociologists view sexual behavior as social behavior just like other types of behavior. We will look at the history of sexuality, at cross cultural differences in sexuality and the interaction of sexuality with other social statuses such as gender and race. Some of the material in the class is controversial and you do not have to agree with it. You just have to approach it with an open mind, and to be prepared to defend your positions with evidence.

Note: Formerly titled “Human Sexuality”.

2979. Honors Racial & Ethnic Stratification (3 s.h.) RCI: RS.

This course focuses on the elements of racial and ethnic stratification as they appear in the United States and other nations. It outlines the concepts that shape the sub-field of race and ethnic relations, in addition to examining how sociologists have theorized about racial and ethnic hierarchies and their role in the organization and distribution of social resources. Through an analysis of the historical and contemporary circumstances of selected communities in the United States, it seeks to reveal which theory best explains the experience of particular communities and which best explains societal patterns of inequality. Additionally, the course examines racial and ethnic relations in other nations and as a global phenomenon in an effort to reveal the common elements of racial inequality regardless of national identity.

Note: (1) This is an Honors course. (2) This course can be used to satisfy the university Core Studies in Race (RS) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

3082. Independent Study (1 to 4 s.h.) F S SS.

(Formerly: SOC 0293.)

Prerequisite: Only open to seniors or honors students with a minimum GPA of 3.0 in Sociology.

This course involves an intensive study in a specific area of sociology. The proposal outlining the work to be completed must be filed in the department office and with the undergraduate chair before the end of the first two weeks of the semester.

Note: This class may not be used as a substitute for required sociology courses.

Did you know that SAT scores, and other standardized tests, vary by parents’ education? In this course we examine the many ways students’ social positions shape educational experiences and educational outcomes. We learn about the ways in which students’ race, gender, and social class origins shape school experiences. We also examine an important question: how much does education provide a pathway for social mobility for American children? We will also address a number of other topics including current proposals for improving American education.

Students spend a semester working in a public or private agency or organization where they gain sociologically relevant experience and participate in applied sociological research. Interns will learn about a substantive sociological issue through reading, writing, and hands-on experience. Students will be required to write a term paper that includes a review of the sociological literature relevant to the internship and an analysis of the data they gathered.

Did you know that SAT scores, and other standardized tests, vary by parents’ education? In this course we examine the many ways students’ social positions shape educational experiences and educational outcomes. We learn about the ways in which students’ race, gender, and social class origins shape school experiences. We also examine an important question: how much does education provide a pathway for social mobility for American children? We will also address a number of other topics including current proposals for improving American education.

Duplicate Course: This course is not open to students who have taken Psychology 2168 (0122).This course provides a non-mathematical introduction to descriptive statistics and statistical inference. Computer-based, the course provides instruction on ideas such as statistical independence, sampling distributions, the central limit theorem, and the use of interpretation of confidence intervals. The course also provides instruction in correlation and regression analysis.

Note: This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

This course focuses upon the development of Philadelphia as a City of Neighborhoods. We examine the city’s history, the changing location and type of
economic activities, and the corresponding development and emergence of communities. Included is the analysis of the industrial working class areas of Kensington and Manayunk, the immigrant way station of South Philadelphia, the higher status bedroom suburbs, and the gentrifying center city neighborhoods. Racial integration, neighborhood transition, and community conflict are examined in terms of their historical contexts.

This course addresses central questions relating to the new immigrants entering the United States since the 1960s. It examines: 1) why people move and the policies by which foreign “outsiders” become integrated; 2) what determines the economic, political, cultural, linguistic and psychological adaptation processes of different types of immigrants and refugees, and of their children; 3) the changing ethnic and generational composition of the American population; 4) the influence of gender and race on immigrant identities; 5) the struggle of second-generation youth with their backgrounds; and 6) new meanings around sexuality and romance emerging in transnational families that straddle generations and international borders.

This course examines the complexity of Latino identity in the U.S. The course will analyze the ways in which pan-ethnic (Latino/a, Hispanic, etc.), geographical (South Americans, Central Americans, Caribbeans, etc.), national (Mexican, Puerto Rican, Cuban, Dominican, etc.), regional and intra-ethnic identifications impinge on the way Latinos and Latinas understand who they are in relation to the different others they build in their process of identity construction. The course seeks to make the connections between the macro social organization of race and ethnic categories and the micro social interactions that shape the race and ethnic experience of Latinos in the U.S.

Socialization is the process by which individuals become members of society. We
look at this process as ongoing, starting in infancy and continuing through
adulthood. This implies constant re-socialization and discussion of the ways early
childhood learning influences adult lives. This research-intensive course is
organized around the important socialization agents of family, friends, school,
work, and the differences in socialization and therefore life histories by race,
gender, and social class. Students undertake individual research on the
socialization of children as they begin grade school. This involves developing a
research question, developing questionnaires, simulating interviews, and analyzing the findings. The course includes instruction on each
phase of the research.

This course focuses on the latest wave of globalization - its basic causes, the benefits it promises, and the discontents it produces in its way. We will follow both a politico-economic approach to the globalization process and pay attention to the issues of cultural globalization (for example, the debate over the formation of a global hegemonic culture). The course will explore the previous two phases of capitalist industrialization (competitive and Fordist/oligopolistic) before moving to the present third phase which has been variably called Post-industrial, Informatic, or, simply, Global. We will study in detail the post-World War II causes of rapid globalization from both a neo-classical and a neo-Marxist perspective, and analyze the assessments and predictions they make regarding its benefits (e.g. economic growth) and/or costs (e.g. growing North-South gap, effects on environment). We will pay attention to the effects of globalization on American society - cities, jobs, the safety net, immigration, gender and race, public and private debt, etc. Finally the course will cover the economic, environmental, and cultural consequences of globalization for the Third World and the reactions (including the forms of Jihad) of the Third World. We will end with a discussion of the emerging geostrategic triad of the U.S., European Union, and East Asia (led by China) and the various scenarios about social, political, and cultural changes in the next 30-50 years.

This course is an introduction to the sociology of economic development and social, political, and cultural change. We will study the concepts, theories, historical processes, and issues regarding the interrelations and transformations of the social groups, economies, political systems, and cultures of developing societies – and their relationships with developed countries – over time. Thus, our focus will be on developing countries, our scope will be global and long-term, our perspective will be sociological but interdisciplinary, and our methodology will be historical-comparative. The primary questions we will address are: What is development? How do “developing societies” differ from “developed societies”? What are the relationships of “developing” and “developed” societies? How can we best approach an understanding of why the historical experiences of “developing” countries seem to differ so much from those of “developed” countries”? In the first half of the course, we will focus on understanding, largely through case studies, the main theories of development: modernization theory, dependency, world-system analysis, and neoliberalism. In the second half of the course, we will expand our empirical and theoretical understanding by examining development and globalization, gender, ethnicity, ecology, and global social movements.

Note: Course formerly called “Sociology of International Development.”

This course examines the role of religion in constructing human realities. It emphasizes how human understandings of the world and of reality are constructed socially through collective action with religion playing a prominent role. It looks at how religion influences individual and collective action; the intersection of religion with politics and media; religion’s connection to race, gender, class, and sexual orientation; and the connection between religion and science.

The purpose of this course is to explore contemporary issues for Asian Americans through a sociological lens. To do so, we will place contemporary Asian American experiences within the larger social context by examining the social, political, and economic institutions that have shaped the Asian American experience. As such, students will explore sociological concepts of immigration, adaptation, and assimilation while also examining issues of race, ethnic conflict, education, gender, sexuality, social movements, and media representations.

Theory is the narrative account, the explanatory framework, that underlies and
grounds all knowledge. Sociological theories are accounts of the fundamental
principles and relationships that organize society. This course focuses on the most
successful sociological theories, emphasizing the work of scholars, mostly
European and American, who contributed the most influential ideas to modern
sociology. Attention is also paid to the social and historical context in which the
major theories emerged.

This course examines the social construction of race and ethnicity in the United States. It investigates the use of race and ethnicity as institutionalized, official categories that shape individual identity and experience, as well as opportunities and resource distribution. The course will analyze the formal procedures and informal interactions that define race and ethnicity as socially meaningful categories for individuals and groups. The course seeks to make the connections between the macro social organization of race and ethnic categories and the micro social interactions that shape race and ethnic experience.

The central theme of the course is conflict as a basic social process and the
organization of mass movements to alter political and social conditions. A variety
of social movements are studied: reformist and revolutionary movements;
nationalist, messianic, and populist movements; identity politics and issue-oriented
movements. Organizational strategies and ideological orientations of the
movements are also examined.

For most of human history, humans have interacted with one another only in the context of corporeal copresence, where they meet face to face in a common physical locale. Now, modern communications technologies, which include the Internet, enable human individuals to contact one another from separate locations in real time. The purpose of this course is to study the ways in which individuals interact with one another under non face-to-face conditions of co-location, and the effects that the new modes of human interaction produce on communities, interpersonal relationships, and the psychological wellbeing of the individuals. Besides reading and discussion, you will have the opportunity to engage in sociological research on the uses and effects of web sites, bulletin boards, chat rooms, and other online social domains. Through these activities, you will gain a better understanding of online human interaction and its impact on individuals and society.

Duplicate Course: This course is not open to students who have taken Sociology 2145 (0145).
This class surveys many topics in the field of family studies: the history of the
American family as an institution; families in cross-cultural setting; ethnic and class
variations in American families; the state and public policy as it relates to family
formation; sexuality, intimate relations and parenting; the division of labor and
social power within families; and more. Students conduct a semester-long project
developing and analyzing, with sociological concepts, a three-generational
genogram (family tree) of one or several families. This project involves interviewing
family members and comparing these families to kinship trends studied in the
course. We use genograms for researching how our own family histories fit into the
broader social history of American families.

3247. Ideology and Social Change in Japan (3 s.h.) F S.

(Formerly: SOC 0297.)

A sociological look at the conditions which have contributed to Japan’s emergence as a world economic force. How do culture, social organization, life style, ideology, and global politics affect Japan’s rapid rise to power? Is Japan a closed society? What significance do factors such as racism, religion, education, family, the military, class, and population changes hold for understanding what has happened in Japan and in Japan’s relations with outsiders, particularly the U.S.? What significance does this analysis have for the future of Sociology in the U.S.?

In this course, we examine a number of the fundamental dimensions of inequality in our society. Among the questions raised are: 1) How great are the inequalities by class, race and ethnicity, and gender? 2) What is the nature of this inequality? Where does it come from? How deeply does it affect the lives of individuals? 3) How do these dimensions of equality interact? This course stresses participation, group work, and personal research on topics of interest to the student.

Urban sociology asks how the physical and built environments, technology,
population growth and shifts, governmental policy, and cultural and social
organization shape the location and course of the development of urban areas. It
focuses on urban America, although there is frequent reference to the development
of urban areas elsewhere in the world in order to highlight commonalties and
differences in the forces which structure urban life. Students research and write a
sociological history of a block and census tract in the Philadelphia metropolitan
area. It may be a history of the one in which they grew up, in which they now live,
or another in which they have an interest. The objective is to combine quantitative
and qualitative data to trace how and why the selected area developed as it did. A
student will typically combine data drawn from several censuses with archival
records to depict how the area changed in the context of the larger evolution of the
community in which it is located.

This course examines 1) the institutional origins of an American housing culture and how that culture is supported financially and politically; 2) a range of issues associated with housing, specifically renters (working poor and acutely poor), homeless people, and homeowners; 3) housing subsidies as well as the recent policy effort to solve problems of poverty through homeownership; 4) the relationship between race, income and location, focusing on the “geography of opportunity;” and 5) mechanisms for rethinking how housing policy may be reorganized in the U.S.

This course analyzes the social basis of political institutions and political action, stressing the importance of both in the life of communities and individuals. Our emphasis is on the influence of social classes, professional and occupational groups, political parties, social movement organizations, and other notable interest groups have on the political system. We discuss the formation and organization of political activity and its varied outcomes.

Women’s work will be defined in the fullest sense. We will examine the gender division of labor in society and changes in women’s paid and unpaid work from both historical and cross-cultural perspectives. We will discuss trends in women’s employment and the rewards of women’s work by race, marital status, etc., and trends in household work and child care. Reasons for women’s expanded opportunities and persistent barriers will be explored.

This course focuses on women’s poverty in the U.S. and the social welfare policies designed to address it. We begin with an overview of poverty in the U.S., ways to measure poverty, and how to read census tables on poverty and income. We then dive into the history of the welfare state in America, starting with the Poorhouse Era and moving through 1996’s welfare reform legislation. The second part of the course addresses major issues and themes in poverty scholarship: the culture of poverty thesis, low-wage work, teenage motherhood effects, marriage and single motherhood, social capital, and neighborhood effects. We conclude with a comparative analysis of U.S. and international welfare states.

This course is an introduction to the logic and methods of social research. We
examine the issues, including internal, external, and construct validity, that arise in
doing and evaluating both quantitative and qualitative research. The laboratory time
involves both computer applications and instruction in the use of the library for
research.

This course focuses on the elements of racial and ethnic stratification as they appear in the United States and other nations. It outlines the concepts that shape the sub-field of race and ethnic relations, in addition to examining how sociologists have theorized about racial and ethnic hierarchies and their role in the organization and distribution of social resources. Through an analysis of the historical and contemporary circumstances of selected communities in the United States, it seeks to reveal which theory best explains the experience of particular communities and which best explains societal patterns of inequality. Additionally, the course examines racial and ethnic relations in other nations and as a global phenomenon in an effort to reveal the common elements of racial inequality regardless of national identity.

This course explores the intersections of American popular culture and American social structure. We will give particular attention to issues of gender, race, sexuality and class, although other aspects of American social structure will also be discussed. The popular culture we will explore includes music, television, film, literature, and print media. The goal is to take on the sociological perspective, which may be new for many students, as we look at aspects of our day-to-day lives that we often take for granted. We want to understand how popular culture interacts with our lives. The course emphasizes critical thinking skills, research skills, and specific content information such as definitions of concepts and the findings of research.

This course analyzes the social basis of political institutions and political action,
stressing the importance of both in the life of communities and individuals. Our
emphasis is on the influence of social classes, professional and occupational
groups, political parties, social movement organizations, and other notable interest
groups have on the political system. We discuss the formation and organization of
political activity and its varied outcomes.

In the first half of the course, we will focus on the interaction among four components: population size, social organization, environmental conditions and available technology. We will consider issues such as the relationships among the technology of farming, the volume of agricultural production and the availability of labor for economic development. We will also learn about “input-output” models focusing on the intensity of resource use as well as problems of waste management.
In the second half of the course, we will concentrate on issues of social organization. What kinds of political arrangements do we see for the management of waste? How does the transfer of natural resources from resource-rich but economically underdeveloped countries to the United States and other industrial societies affect the social, economic and political arrangements of both groups of countries? Finally, we will address the question of whether the social will can be organized in such a way as to reduce the pressure on the environment and remaining natural resources.

This course offers an introduction to the institutional, economic, epidemiological, ideological, and political forces in the field of international health. It is designed for students who seek to understand the interacting influence of micro and macro forces such as culture, class, gender, race, institutional policies and globalization on health in an international context. While comparative reference will be made to North American and European countries, the major emphasis will be on the health conditions in India, Asia, Latin America, Africa and the Caribbean, and increasingly, some Eastern European countries.

Cities are home to half the world’s population and urban populations are rapidly growing. Yet we know too little about why some urban populations are quite healthy and others quite sick and why some live long and others die young. This course blends medical sociology with population health science to explore these and other important questions in urban health. The focus is on U.S. cities with additional examples drawn from global cities. Attention will also be given to rural and urban and suburban differences in health, disease, and mortality. The goal is to better understand if and how cities might become places where people can live longer, healthier, and happier lives.

The topics will vary and cover medical topics not in the current roster of classes. Please consult with the instructor for details. Health Track students can use this course to fulfill the requirement for four health-related courses.

This course examines the ways men and women develop sexual identities as a result of their membership in society. It looks at how this has changed over the course of Western history and at the differences in sexual identity from culture to culture. We focus on the differences in sexual identities of men and women, and the advantages this brings to men. We also examine the overwhelming heterosexual imperative in our society. Students research these and other topics such as differences in sexual expression by race, and the influence of the media on how we understand the meaning and expression of sex. The research requirement for the course involves an analysis of sexual scripts, the production and reproduction of these scripts, and the impact of the messages on different types of viewers. Instruction is provided on film analysis.

The course will focus on health and human reproduction in the United States. We will view reproduction as both a biological and social event and will be particularly concerned with the medical and health aspects of reproduction. Decisions about child bearing, the medicalization of child bearing, fecundity, birth control, fetal and neonatal health, maternal health and new reproductive technologies are among the topics that will be considered in this research-intensive course. The course will also cover technical, methodological and statistical issues arising in the study of reproduction.

3582. Independent Study in Medical Sociology (1 to 4 s.h.) F S SS.

(Formerly: SOC 0294.)

Prerequisite: Only open to seniors or honors students with a minimum GPA of 3.0 in Sociology.

This course involves an intensive study in a specific area of sociology. The proposal outlining the work to be completed must be filed in the department office and with the undergraduate chair before the end of the first two weeks of the semester.

Note: This class may not be used as a substitute for required sociology courses.

This course will give students an opportunity to experience working in a health-related setting. Students taking this internship course will be expected to use their sociological skills in understanding and analyzing the setting in which the experiential learning takes place. An internship requires an individual contract with a faculty member in the Department of Sociology.

The course examines competing visions of organizations: Does bureaucracy
promise prosperity for all or is it the source of inefficiencies? Do organizations exist
to make profits or to produce social goods? What is it like to work in
organizations? The course first traces the historical development of organizational
theory, including the work of Max Weber, Frederick Taylor and Scientific
Management, the Human Relations Movement, and Classical Management
Theory. The second part of the course looks at current research on organizations
and work, including neo-institutionalism and network theory.

This course tackles a large and important question: What impact does population growth and change have on our lives? In this class, we will examine how populations are studied using censuses and surveys. The class will explore three basic demographic processes: fertility, mortality, and migration. Further, we will focus on how the structure and characteristics of a population impact individual members. Finally, we will explore the demographic foundations of contemporary social issues like the aging of the population, the AIDS epidemic, changing household structures, and environmental change. Students will explore both important concepts in demography and the methods used to study populations.

Note: This is a writing-intensive course.

3930. Honors Special Topics (3 s.h.) RCI: HO.

The topics will vary and cover areas not covered by the current roster of classes. Students should consult with the instructor for details.

3947. Honors Ideology & Social Change in Japan (3 s.h.) RCI: HO.

(Formerly: SOC H297.)

Cross Listed with Asian Studies 3947 (H223).

This course provides a sociological look at the conditions which have contributed to Japan’s emergence as a world economic force. How do culture, social organization, life style, ideology, and global politics affect Japan’s rapid rise to power? Is Japan a closed society? What significance do factors such as racism, religion, education, family, the military, class, and population changes hold for understanding what has happened in Japan and in Japan’s relations with outsiders, particularly the U.S.? What significance does this analysis have for the future of Sociology in the U.S.?

One important source of sociological evidence focuses on the meaning of events in daily life. This course is designed to provide the student with skills to evaluate qualitative research studies. More importantly, this class also teaches students to
conduct research in a variety of techniques including participant observation, in-depth interviewing, and the analyses of documents. All students will carry out a research project during the semester under the direction of the instructor.

This course is designed to teach the logic and method of data analysis. We start
with a specified research question, find some data that are pertinent to this
question, and analyze them. The analysis proceeds first by studying the univariate
statistical distributions of relevant variables, then moves on to bivariate and
multivariate methods. Students write about their research question; emphasis is
placed on the interaction between the results of data analysis and the revision of
the research question.

Note: This is a research-intensive course.

4096. Senior Seminar (3 s.h.) F S. RCI: WI.

(Formerly: SOC W380.)

The goal of this course is to teach you how to use the sociological skills you have learned to make the transition to the next steps of your life. This will involve making decisions about your occupational goals, and collecting evidence on how realistic these are and how you might go about achieving them. We will learn about global and local trends in the economy and the labor market. As part of this, each of you will collect data on the occupation in which you have a particular interest. We will then learn how to do a self-assessment of skills and interests and you will learn how to advertise these on a web site. Finally, you will interview persons working in the occupation of your choice and match your skills with the ones they brought to their job.

Note: This is the capstone writing intensive course. This course is taken in the semester before graduation, and is open to sociology majors only.
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